Application of Multimedia in the Classrooms and its impact: Success and Challenges in Secondary Level in Bangladesh 1. Ismat Ara Mamataz Assistant Teacher ( English) Government Laboratory High School, Dhaka Contact Number: 01711708448 Email: ismat95mamataj@gmail.com 2. K.M.Rashedul Hasan D.D. (Training) Directorate of Secondary & Higher Education Abstract Multimedia classrooms, digital contents and teachers training together has improved overall quality of teaching learning process in secondary education by promoting effective and participatory learning and eradicating cramming tendencies from the learners.. There are23000 multimedia classrooms in secondary schools. Moreover, this year (in 2016) throughout the country in all upazillas, the government has set up Sheikh Rasel ICT Lab which will also play the vital role of Multimedia Classrooms. And about 61000 teachers have been trained and many teachers are being trained through 500 trainers of public training institutes. Many studies have given emphasize on support on the application of multimedia in the classroom. Even The honourable Prime Minister, Sheikh Hasina, in her speech in the General Assembly, in The United Nations( on 20 September,2016), she gave emphasize on Multimedia Classroom.
An explorative study was carried out to make sure that Classroom teachers are now more skilled than those of recent past years. Nevertheless, a teacher for a particular subject and curriculum, confront great challenges almost every educational year. In addition to, the secondary level teachers have to bear heavy loads of classes. Every day they have to take 5-6 classes. As a result they do not get scope to do any research work. Whereas, it is very necessary for them to make the lessons clear, understandable, and easy to the learners efficiently. To identify possible areas of teachers professional development in use of multimedia in the classrooms, the study explored and examined the following practices and areas: Proper and sufficient training on curriculum and syllabuses of the particular subject based teachers Practical experiences of teachers in using multimedia, sharing through peer teaching learning process, Application of Pedagogical knowledge while developing Digital Contents, To get scope for doing research work in the subject areas. The sample for the study includes 20 teachers techniques of use of Multimedia, in St. Xaviars Girls High School, Government Laboratory High School,, Rangpur Zilla School,, Majida Govt. High School, Gazipur, Sonatola Model High School,Bogra, Sher-E BanglaNagar Govt. Girls High School,, Agrani School and College, Dhaka, Foyzun Nessa Govt. School,Comilla, Nilokhi High School, Homna, Comilla,, Khadija Memorial Girls High School, Homna, Comilla, Bishnopur High School, MuradNagar, Comilla, Dulalpur Chandramoni High School, Homna, Batakan`, Langkawi National Secondary High School, Malaysia, Ms Ammie, YEOUIDO MIDDLE SCHOOL, Seoul, South Korea. Introduction
To fulfill the dream and target of building the Digital Bangladesh, the government has taken steps forward to vision 2021. Access to Information (a2i) at the Prime Minister s Office of the Government of the People s Republic of Bangladesh supported by UNDP & USAID, is providing support in building an educated digital nation through digitalizing education, it has introduced Multimedia Classrooms.A2i arranges teachers training on ICT, Digital Content Development in the meantime, arranges Digital Content Development Workshop, Model Content Development by the teachers for Shikkhok Batayon (www.gov.teachers portal) so that all teachers can collect availably subject based contents as they please to take classes. There are23000 multimedia classrooms in secondary schools. Moreover, this year (in 2016) throughout the country in all upazillas, the government has set up Sheikh Rasel ICT Lab which will also play the vital role of Multimedia Classrooms. And about 61000 teachers have been trained and many teachers are being trained through 500 trainers of public teachers training colleges. Many studies have given emphasize on support on the application of multimedia in the classroom. Even The honourable Prime Minister, Sheikh Hasina, in her speech in the General Assembly, in The United Nations, gave emphasize on Multimedia Classroom. The design of multimedia is useful when technology is to have any effect on learning. Liu, Jones and Hem Street (1998). Literature Positive impact of Multimedia classrooms on secondary level:. Multimedia include text, sound, video, graphics and animations.they can stimulate more than one sense at a time, and in doing so, may be more attention-getting and attention-holding." Multimedia classrooms, digital contents and teachers training together have improved overall quality of learning by promoting effective and participatory learning and eradicating cramming tendencies from the learners in secondary level. Reasons of using Multimedia in the classrooms: A list of 10 reasons is given below the 21 century teachers should use multimedia in the classroom. As we, the teachers investigate and try these and other tools; we will notice that they are social, encouraging, sharing, feedback, publication, and other experiences that support learning. By modeling social learning and learning with technology, we will be preparing our students for success in today s rapidly changing world. Adopted from Global Grid for Learning, www.globalgridforlearning.com. 1. Facilitate and develop a community of learners through online ice-breaker activities. 2. Help students visualize difficult concepts or procedures more easily by using static or dynamic multimedia. 3. Scaffold learning through activities enhanced by videos and online games. 4. Make language and culture come alive through the viewing and creation of audio and video instruction. 5. Provide a menu of authentic assignment options for students to complete, allowing them to explore and identify their passions and talents. 6. Enhance accessibility through the use of powerful multimedia software tools. 7. Enable visualization of concepts and their connections through collaborative construction and discussion of concept maps. 8. Encourage collaboration and feedback by integrating assignments with tools that support conversations and comments. 9.. Make learning situated and personal with easy to access information from you and the rest of the world. 10. Help students document and present their learning through authentic assessments.
Here is a link for a promo of positive impact of Multimedia classrooms on secondary level in Bangladesh https://www.youtube.com/watch?list=pl2cbiofmrawwwd2vocg5fxprhgvk20n6i&v=4j Hc6GYO-w0 Methodology The interview method was used to collect the data for this study. A set of questionnaire for the interview was developed. Sample The samples are from 10 secondary schools from Bangladesh, Malaysia and South Korea who use Multimedia in the classrooms and who are deprived of receiving trainings on Digital Content Development and who are often successful and always face challenges. Data Collection Data was collected from the following teachers through an interview. And the class observation of a number of teachers. Afrina Haque, St. Xaviars Girls High School D. Shishir Mallik,,D. Wadud Ahmed, Abdud Daiyan, Mohammad Ahsan Ullah, Shimul Billah,Irshad Jahan Chowdhury,Abu Sayed Mollah, Government Laboratory High School, Afroza Nasrin, Rangpur Zilla School, Roufun Nahar, Majida Govt. High School, Gazipur,Harun ur Rashid, Sonatola Model High School,Bogra, Aparajita Roy, Sher-E BanglaNagar Govt. Girls High School,Gazi Salauddin Siddiqui, Agrani School and College, Dhaka,Md. Mizanur Rahman Foyzun Nessa Govt. School,Comilla.A. T.M. Manjurul Islam, Nilokhi High School, Homna, Comilla,S. M. MainulIslam, Khadija Memorial Girls High School, Homna, Comilla, Beauty Akter, Bishnopur High School, MuradNagar, Comilla, A.T.M. Mafizul Islam, Headmaster, Dulalpur Chandramoni High School, Homna, Mohammad Shahjaman Shuvo, Batakandi High School, Daudkandi, Comilla,Ms. Maymuna Bander Barue Sintok, Alor Setar, Malaysia, Ms, Amina, Langkawi National Secondary High School, Malaysia, Ms Ammie, YEOUIDO MIDDLE SCHOOL, Seoul, South Korea. Interview: Through the questionnaire pattern - 1. Do you take class using multimedia? Ans: Yes, Maximum Time I use to take classes using multimedia.
2. How do u feel when u take classes in the multimedia classroom? Ans: I always feel excitement about multimedia class room. When I entire in the multimedia class room with full of preparation students are also happy to stay In the class room for learning by seeing. 3. What type of change you see in the classrooms positive or negative? Ans: Definitely positive. 4. Have you found any positive change in using digital contents in the classrooms? What type of positive changes? Ans. Yes. Students can learn quickly seeing pictures, video, participate in class with interest. They can learn through, learning outcomes become successful. When they can know a class will be taken with multimedia, they do not usually absent. 5. Do you think digital contents have brought positive changes in the learners? Ans: Of course.. Learners are more interested in their classes than traditional class. 6. Do you think, taking classes using multimedia, teachers can ensure pedagogical terms? How? Ans: Yes. Classrooms automatically turn into learner centered classrooms through student teacher s interaction. Students reflection plays the vital role in this case. 7.Do you think all teachers need training? Ans: Definitly. 7. Do you think secondary level teachers need to do research work? Why? Ans: Yes. Exploring the subject areas, we will be able to enrich ourselves able to teach tender learners efficiently. Analysis and Findings Regarding this area, I found out and analyzed the secondary education problems and requirements of the teachers professional changes who take classes with and without multimedia facing and receiving challenges and received Ph.D. Pedagogical term. Teaching must be in accordance with the student s stage of development. (SamuelPepys, 1650s).While class observation, I followed pedagogical knowledge of the teachers. The data are as follows:
Sex Teacher Teacher- Student Use Multimedia Centered Interaction Male-Home 40% 20% 40% Female- Home 10% 40% 50% Male Foreign 20% 80% 80% Female Foreign 10% 90% 90% Content Problem While visiting the classes, I found many of the teachers do not know how to make and edit and present the contents using multimedia because they do not have any training and so, lack of knowledge in using ICT in education, They are falling behind. Academic Qualifications & Research Work All of them did it by their own accord. No facility they got from the government. I think, for this reason in our country the secondary level teachers are deprived of doing research work( Bangladesh)In Malaysia and South Korea secondary school teachers do get study leave with scholarship or Study loan, with their full pay, or half pay(salary) Sex Post-Graduation Ph.D. Male 95% 2% Female 90% 1% Suggestions This study reflects that to achieve 100% success in Multimedia Classrooms making teaching learning process effective, the 21 century teachers have to be trained, smarter in using tools in the classrooms pedagogically, less burdened from classes, and of course, should get scope for doing research work to be enriched. Conclusion The findings show that lessening class burdens, training, facilities for research work for the teachers, by the government and institutions, can make more successful the application of multimedia in the secondary level classrooms and also can face all types of challenges. References: A2i
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